INFORMATION LITERACY : MEDIA LITERACY : EDUCATION: CURRICULUM : BOOKS : RESEARCH: SKILLS AND TRAINING: Media and Information Literacy Curriculum for Teachers
David P. Dillard
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INFORMATION LITERACY :
MEDIA LITERACY :
EDUCATION: CURRICULUM :
BOOKS :
RESEARCH: SKILLS AND TRAINING:
Media and Information Literacy Curriculum for Teachers
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Media and Information Literacy Curriculum for Teachers
Part 1: Curriculum and Competency Framework
Part 2: Core and Non-Core Modules
Published by
the United Nations Educational, Scientific and Cultural Organization
7, place de Fontenoy, 75352 Paris 07 SP, France
Communication and Information Sector
http://www.unesco.org/webworld
UNESCO 2011
ISBN 978-92-3-104198-3
http://unesdoc.unesco.org/images/0019/001929/192971e.pdf
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Table of Contents
Foreword 11
Part 1:
Curriculum and Competency Framework 13
INTRODUCTION 16
UNIFYING NOTIONS OF MEDIA AND INFORMATION
LITERACY 18
BENEFITS AND REQUIREMENTS OF MIL 20
MAIN TOPICS OF THE MIL CURRICULUM FOR TEACHERS 21
THE CURRICULUM FRAMEWORK 22
POLICY AND VISION 24
KNOWLEDGE OF MEDIA AND INFORMATION FOR
DEMOCRATIC DISCOURSE AND SOCIAL PARTICIPATION 25
EVALUATION OF MEDIA AND INFORMATION 27
MEDIA AND INFORMATION PRODUCTION AND USE 28
CORE TEACHER COMPETENCIES 29
PEDAGOGIES IN THE TEACHING AND LEARNING OF MIL;
USING THE CURRICULUM 35
Appendix:
Selected Media and Information Literacy Resources 39
Part 2:
Core and Non-Core Modules 43
INTRODUCTION: HOW TO USE THIS MIL CURRICULUM 51
Target Audience for the MIL Curriculum 51
Main Features of the MIL Curriculum 52
The MIL Curriculum Adaptation Process: Recommendations 53
Integration Strategies 54
CORE MODULES 57
MODULE 1: CITIZENSHIP, FREEDOM OF EXPRESSION AND
INFORMATION, ACCESS TO INFORMATION, DEMOCRATIC
DISCOURSE AND LIFE-LONG LEARNING 58
BACKGROUND and RATIONALE 59
UNIT 1:
UNDERSTANDING MEDIA AND INFORMATION LITERACY:
AN ORIENTATION 60
KEY TOPICS 60
LEARNING OBJECTIVES 61
PEDAGOGICAL APPROACHES AND ACTIVITIES 61
UNIT 2:
MIL AND CIVIC PARTICIPATION 65
KEY TOPICS 65
LEARNING OBJECTIVES 65
PEDAGOGICAL APPROACHES AND ACTIVITIES 65
UNIT 3:
INTERACTING WITH MEDIA AND OTHER
INFORMATION PROVIDERS SUCH AS LIBRAIRIES,
ARCHIVES AND INTERNET 69
KEY TOPICS 69
LEARNING OBJECTIVES 69
PEDAGOGICAL APPROACHES AND ACTIVITIES 70
UNIT 4:
MIL, TEACHING AND LEARNING 72
KEY TOPICS 72
LEARNING OBJECTIVES 73
PEDAGOGICAL APPROACHES AND ACTIVITIES 73
RESOURCES FOR THIS MODULE 76
MODULE 2: UNDERSTANDING THE NEWS,
MEDIA AND INFORMATION ETHICS 77
BACKGROUND and RATIONALE 77
UNIT 1:
JOURNALISM AND SOCIETY 78
KEY TOPICS 78
LEARNING OBJECTIVES 79
45 PEDAGOGICAL APPROACHES AND ACTIVITIES 79
ASSESSMENT RECOMMENDATIONS 80
TOPICS FOR FURTHER CONSIDERATION 80
UNIT 2:
FREEDOM, ETHICS AND ACCOUNTABILITY 80
KEY TOPICS 80
LEARNING OBJECTIVES 81
PEDAGOGICAL APPROACHES AND ACTIVITIES 81
ASSESSMENT RECOMMENDATIONS 83
TOPICS FOR FURTHER CONSIDERATION 83
UNIT 3:
WHAT MAKES NEWS EXPLORING THE CRITERIA 84
KEY TOPICS 84
LEARNING OBJECTIVES 84
PEDAGOGICAL APPROACHES AND ACTIVITIES 84
ASSESSMENT RECOMMENDATIONS 86
TOPICS FOR FURTHER CONSIDERATION 86
UNIT 4:
THE NEWS DEVELOPMENT PROCESS: GOING BEYOND
THE 4WS AND 1H 86
KEY TOPICS 86
LEARNING OBJECTIVES 86
PEDAGOGICAL APPROACHES AND ACTIVITIES 87
ASSESSMENT RECOMMENDATIONS 88
TOPICS FOR FURTHER CONSIDERATION 88
RESOURCES FOR THIS MODULE 88
MODULE 3: REPRESENTATION IN MEDIA AND INFORMATION 90
BACKGROUND AND RATIONALE 90
UNIT 1:
NEWS REPORTING AND THE POWER OF THE IMAGE 91
KEY TOPICS 91
LEARNING OBJECTIVES 92
PEDAGOGICAL APPROACHES AND ACTIVITIES 92
GENDER EQUALITY AND WOMENS EMPOWERMENT 93
ASSESSMENT RECOMMENDATIONS 94
UNIT 2:
INDUSTRY CODES ON DIVERSITY AND REPRESENTATION 94
KEY TOPICS 94
LEARNING OBJECTIVES 95
PEDAGOGICAL APPROACHES AND ACTIVITIES 95
ASSESSMENT RECOMMENDATIONS 95
UNIT 3:
TELEVISION, FILMS, BOOK PUBLISHING 96
KEY TOPICS 96
LEARNING OBJECTIVES 96
PEDAGOGICAL APPROACHES AND ACTIVITIES 96
ASSESSMENT RECOMMENDATIONS 98
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UNIT 4:
REPRESENTATION AND MUSIC VIDEOS 98
KEY TOPICS 98
LEARNING OBJECTIVES 98
PEDAGOGICAL APPROACHES AND ACTIVITIES 98
ASSESSMENT RECOMMENDATIONS 99
RESOURCES FOR THIS MODULE 100
MODULE 4: LANGUAGES IN MEDIA AND INFORMATION 101
BACKGROUND and RATIONALE 101
UNIT 1:
READING MEDIA AND INFORMATION TEXTS 102
KEY TOPICS 102
LEARNING OBJECTIVES 102
PEDAGOGICAL APPROACHES AND ACTIVITIES 103
ASSESSMENT RECOMMENDATIONS 103
UNIT 2:
THE MEDIUM AND THE MESSAGE:
PRINT AND BROADCAST NEWS 104
KEY TOPICS 104
LEARNING OBJECTIVES 104
PEDAGOGICAL APPROACHES AND ACTIVITIES 105
ASSESSMENT RECOMMENDATIONS 105
UNIT 3: FILM GENRES AND STORYTELLING 105
KEY TOPICS 105
LEARNING OBJECTIVES 105
PEDAGOGICAL APPROACHES AND ACTIVITIES 106
ASSESSMENT RECOMMENDATIONS 106
TOPICS FOR FURTHER CONSIDERATION 106
MODULE 5: ADVERTISING 108
BACKGROUND and RATIONALE 108
UNIT 1:
ADVERTISING, REVENUE AND REGULATION 110
KEY TOPICS 110
LEARNING OBJECTIVES 110
PEDAGOGICAL APPROACHES AND ACTIVITIES 110
ASSESSMENT RECOMMENDATIONS 111
UNIT 2:
PUBLIC SERVICE ANNOUNCEMENTS 112
KEY TOPICS 112
LEARNING OBJECTIVES 112
PEDAGOGICAL APPROACHES AND ACTIVITIES 112
ASSESSMENT RECOMMENDATIONS 114
UNIT 3:
ADVERTISING: THE CREATIVE PROCESS 115
KEY TOPICS 115
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LEARNING OBJECTIVES 115
PEDAGOGICAL APPROACHES AND ACTIVITIES 115
ASSESSMENT RECOMMENDATIONS: 116
UNIT 4:
ADVERTISING AND THE POLITICAL ARENA 117
KEY TOPICS 117
LEARNING OBJECTIVES 117
PEDAGOGICAL APPROACHES AND ACTIVITIES 117
TOPICS FOR FURTHER CONSIDERATION 118
RESOURCES FOR THIS MODULE 118
MODULE 6: NEW AND TRADITIONAL MEDIA 120
BACKGROUND and RATIONALE 120
UNIT 1:
FROM TRADITIONAL MEDIA TO NEW MEDIA TECHNOLOGIES 121
KEY TOPICS 121
LEARNING OBJECTIVES 121
PEDAGOGICAL APPROACHES AND ACTIVITIES 121
UNIT 2:
USES OF NEW MEDIA TECHNOLOGIES IN SOCIETY
MASS AND DIGITAL COMMUNICATIONS 122
KEY TOPICS 122
LEARNING OBJECTIVES 123
PEDAGOGICAL APPROACHES AND ACTIVITIES 123
UNIT 3:
USES OF INTERACTIVE MULTIMEDIA TOOLS,
INCLDUING DIGITAL GAMES IN CLASSROOMS 125
KEY TOPICS 125
LEARNING OBJECTIVES 125
PEDAGOGICAL APPROACHES AND ACTIVITIES 125
RESOURCES FOR THIS MODULE 127
MODULE 7: INTERNET OPPORTUNITIES AND CHALLENGES 128
BACKGROUND and RATIONALE 128
UNIT 1:
YOUNG PEOPLE IN THE VIRTUAL WORLD 129
KEY TOPICS 129
LEARNING OBJECTIVES 129
PEDAGOGICAL APPROACHES AND ACTIVITIES 129
UNIT 2:
CHALLENGES AND RISKS IN THE VIRTUAL WORLD 131
KEY TOPICS 131
LEARNING OBJECTIVES 131
PEDAGOGICAL APPROACHES AND ACTIVITIES 132
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MODULE 8: INFORMATION LITERACY AND LIBRARY SKILLS 136
BACKGROUND and RATIONALE 136
UNIT 1:
CONCEPTS AND APPLICATIONS OF INFORMATION LITERACY 137
KEY TOPICS 137
LEARNING OBJECTIVES 138
PEDAGOGICAL APPROACHES AND ACTIVITIES 138
UNIT 2:
LEARNING ENVIRONMENTS AND INFORMATION LITERACY 141
KEY TOPICS 141
LEARNING OBJECTIVES: 141
PEDAGOGICAL APPROACHES AND ACTIVITIES 141
UNIT 3:
DIGITAL INFORMATION LITERACY 144
KEY TOPICS 144
LEARNING OBJECTIVES 144
PEDAGOGICAL APPROACHES AND ACTIVITIES 144
RESOURCES FOR THIS MODULE 146
MODULE 9: COMMUNICATION, MIL AND LEARNING
A CAPSTONE MODULE 147
BACKGROUND AND RATIONALE 147
UNIT 1:
COMMUNICATION, TEACHING AND LEARNING 148
KEY TOPICS 148
LEARNING OBJECTIVES 148
PEDAGOGICAL APPROACHES AND ACTIVITIES 148
UNIT 2:
LEARNING THEORIES AND MIL 150
KEY TOPICS 150
LEARNING OBJECTIVES 150
PEDAGOGICAL STRATEGIES 150
UNIT 3:
MANAGING CHANGE TO FOSTER AN ENABLING ENVIRONMENT
FOR MIL IN SCHOOLS 151
KEY TOPICS 151
LEARNING OBJECTIVES 151
PEDAGOGICAL STRATEGIES 152
RESOURCES FOR THIS MODULE 153
NON-CORE MODULES 154
MODULE 10: AUDIENCE 156
BACKGROUND and RATIONALE 156
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KEY TOPICS 157
LEARNING OBJECTIVES 157
PEDAGOGICAL APPROACHES AND ACTIVITIES 158
ASSESSMENT RECOMMENDATIONS 159
RESOURCES FOR THIS MODULE: 159
MODULE 11: MEDIA, TECHNOLOGY AND THE GLOBAL VILLAGE 161
BACKGROUND and RATIONALE 161
UNIT 1:
MEDIA OWNERSHIP IN TODAYS GLOBAL VILLAGE 163
KEY TOPICS 163
LEARNING OBJECTIVES 163
PEDAGOGICAL APPROACHES AND ACTIVITIES 164
ASSESSMENT RECOMMENDATIONS 165
TOPICS FOR FURTHER CONSIDERATION 165
UNIT 2:
SOCIO-CULTURAL AND POLITICAL DIMENSIONS
OF GLOBALIZED MEDIA 165
KEY TOPICS 165
LEARNING OBJECTIVES 166
PEDAGOGICAL APPROACHES AND ACTIVITIES 166
ASSESSMENT RECOMMENDATIONS 167
TOPICS FOR FURTHER CONSIDERATION 167
UNIT 3:
COMMODITIZATION OF INFORMATION 168
KEY TOPICS 168
LEARNING OBJECTIVES 168
PEDAGOGICAL APPROACHES AND ACTIVITIES 168
ASSESSMENT RECOMMENDATIONS 169
TOPICS FOR FURTHER CONSIDERATION 169
UNIT 4:
THE RISE OF ALTERNATIVE MEDIA 170
KEY TOPICS 170
LEARNING OBJECTIVES 170
PEDAGOGICAL APPROACHES AND ACTIVITIES 171
ASSESSMENT RECOMMENDATIONS 172
TOPICS FOR FURTHER CONSIDERATION 172
RESOURCES FOR THIS MODULE 172
MODULE 3, UNIT 5: DIGITAL EDITING AND COMPUTER
RETOUCHING 173
KEY TOPICS 173
LEARNING OBJECTIVES 173
PEDAGOGICAL APPROACHES 174
ASSESSMENT RECOMMENDATIONS 174
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MODULE 4, UNIT 4: CAMERA SHOTS AND ANGLES
CONVEYING MEANING 175
KEY TOPICS 175
LEARNING OBJECTIVES 175
PEDAGOGICAL APPROACHES AND ACTIVITIES 176
ASSESSMENT RECOMMENDATIONS 178
MODULE 5, UNIT 5: TRANSNATIONAL ADVERTISING
AND SUPERBRANDS 179
KEY TOPICS 179
LEARNING OBJECTIVES 179
PEDAGOGICAL APPROACHES AND ACTIVITIES 180
ASSESSMENT RECOMMENDATIONS 180
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GLOSSARY OF TERMS
Glossary of Terms 181
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This Media and Information Literacy Curriculum for Teachers is an
important resource for Member States in their continuing work towards
achieving the objectives of the Grwald Declaration (1982), the Alexandria
Declaration (2005) and the UNESCO Paris Agenda (2007) all related to MIL.
It is pioneering for two reasons. First, it is forward looking, drawing on
present trends toward the convergence of radio, television, Internet,
newspapers, books, digital archives and libraries into one platform
thereby, for the first time, presenting MIL in a holistic manner. Second,
it is specifically designed with teachers in mind and for integration into
the formal teacher education system, thus launching a catalytic process
which should reach and build capacities of millions of young people.
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UNESCO has left no stone unturned in ensuring that a systematic and
comprehensive approach be employed in the preparation of this MIL
Curriculum for Teachers. The process included drafting, reviewing and
validating by experts from a wide range of domains such as media,
information, ICTs, education, and curriculum development. The work started
in 2008 and comprised: the organization of an international expert group
meeting which advised on the strategy in order to prepare the curriculum;
the mapping of MIL training resources globally; the commissioning of four
expert groups that prepared the draft curriculum; the organization of a
second international expert group meeting to review the draft and a series
of field tests through training workshops and consultations in Southern
Africa, Latin America and the Caribbean and South Asia; and the
preparation of a second draft and a final round of language and content
editing.
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This publication is divided into two parts. Part 1 provides the MIL
Curriculum and Competency Framework, which gives an overview of the
curriculum rationale, design and main themes. It is complementary to the
UNESCO ICTs Competency Framework for Teachers (2008). Part 2 includes the
detailed Core and Non-Core Modules of the curriculum. The MIL Curriculum
for Teachers will be translated into Arabic, French, Russian, Spanish and,
eventually, other languages.
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Preparation of this MIL Curriculum for Teachers represents one component
of a comprehensive strategy to foster media and information literate
societies, and to promote international cooperation. Other actions include
the preparation of a Global Framework on MIL Indicators, setting up a MIL
University Network, articulation of Guidelines for Preparing 12 National
MIL Policies and Strategies and establishment of an International
Clearinghouse on MIL in cooperation with the United Nations Alliance of
Civilizations.
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UNESCO is pleased with the global interest being shown in this MIL
Curriculum for Teachers. We trust that this interest will be translated
into positive outcomes in Phase 2 of the initiative: adaptation and
piloting of the curriculum in teacher training institutions in all regions
of the world. We believe that, ultimately, this curriculum will contribute
to innovation and improvement in all levels of education. We thank our
many partners who were instrumental in this process.
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The complete document may be read at the URL above.
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Sincerely,
David Dillard
Temple University
(215) 204 - 4584
jw...@temple.edu
http://daviddillard.businesscard2.com
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COUNTRIES
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EMPLOYMENT
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TOURISM
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DISABILITIES
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INDOOR GARDENING
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Educator-Gold
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The Russell Conwell Learning Center Research Guide:
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Nina Dillard's Photographs on Net-Gold
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Twitter: davidpdillard
Bushell, R. & Sheldon, P. (eds),
Wellness and Tourism: Mind, Body, Spirit,
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Wellness Tourism: Bibliographic and Webliographic Essay
David P. Dillard
http://tinyurl.com/p63whl
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Improve Your Chances for Indoor Gardening Success
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SPORT-MED
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HEALTH DIET FITNESS RECREATION SPORTS TOURISM
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Please Ignore All Links to JIGLU
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The Net-Gold relationship with JIGLU has
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